• Researchers: Dr Madelon van den Boer and Prof. Dr Elise de Bree

There are various providers and programmes aimed at improving technical reading and spelling skills. We investigate the effectiveness of these programmes, provided that they are theoretically sound and pedagogically and didactically appropriate. For example, we collaborate with Taalblobs and Zien in de Klas.

• Researchers: Lara Luberti, Dr Madelon van den Boer and Prof. Dr Peter F. de Jong
• Funding: NRO

To optimally support pupils with difficulties in mathematics, schools need programmes and materials that have proven effective in reducing numeracy delays. In this project, we investigate the effectiveness of Rekensprint, a programme based on knowledge of mathematical development and aimed at pupils with severe to very severe numeracy difficulties. We examine whether Rekensprint effectively contributes to reducing numeracy delays among pupils in Years 4 to 7 of primary education who experience mathematics difficulties.

• Researchers: Dr Cara Verwimp (UvA), Dr Jurgen Tijms (RID), Dr Britt Hakvoort (Auris) and Prof. Dr Elise de Bree (UvA)
• Funding: ZonMw Deelkracht

Many children with developmental language disorder (DLD) also experience severe and persistent word-reading difficulties. In this project, we examine the effectiveness of dyslexia treatment for children with DLD who also have dyslexia. We do this using two comparisons. First, we compare the reading and spelling outcomes of a group of children with DLD attending cluster 2 education who receive specialist dyslexia treatment with those of earlier cohorts from cluster 2 education—i.e. children with DLD in cluster 2 with the same severe reading difficulties but without specialist dyslexia treatment.
Second, we compare the effectiveness of dyslexia treatment for children with DLD in cluster 2 and dyslexia with that for a group of children with specific dyslexia only, and with a group of children with ADHD in cluster 4 education who also have dyslexia. The research findings will also contribute to a practical guideline on dyslexia diagnosis and treatment in children with DLD and dyslexia.

• Researchers: Dr Madelon van den Boer and Prof. Dr Elise de Bree

There is considerable activity in both research and practice concerning oral language skills as well as written language skills, particularly technical reading and spelling. In a large-scale questionnaire study, we asked education and care professionals about their knowledge of these topics, their strengths in working with children on these skills, and their doubts or concerns.

• Researchers: Joyce Coervers (UvA/RID), Dr Isabelle Oostveen-de Vink (UvA), Dr Madelon van den Boer (UvA), and Prof. Dr Elise de Bree (UvA), in collaboration with RID
• Funding: Stichting Onderwijsleerproblemen

Although basic skills such as reading, writing and arithmetic are essential for participation in society, dyscalculia receives far less attention in research than dyslexia. This results in limited knowledge about both the characteristics of children with dyscalculia and the effectiveness of treatments. In this project, we investigate which children with severe and persistent numeracy difficulties are referred for dyscalculia care. In addition, we examine the effectiveness of specialist dyscalculia treatment, about which there is currently hardly any scientific evidence. Using extensive data from RID Taal Rekenen, child characteristics, diagnostics and treatment outcomes are analysed. Together, this project provides insight into who receives dyscalculia care and how effective this care is, with the aim of improving support for children with dyscalculia.

• Researchers: Joyce Coervers (UvA/RID), Dr Isabelle Oostveen-de Vink (UvA), Dr Madelon van den Boer (UvA) and Prof. Dr Elise de Bree (UvA)
• Funding: AUF Boer ’t Hooft Fund awarded to Oostveen-de Vink

Approximately 3–7% of young people experience severe and persistent numeracy difficulties (dyscalculia). Dyscalculia affects daily functioning, academic success and wellbeing. Despite this impact, relatively little is known about dyscalculia, both quantitatively and qualitatively. In line with calls for greater attention to lived experiences, we aim to gain insight into the experiences of young people with dyscalculia. We also focus on experiences within their networks, particularly parents/carers, teachers and practitioners. These findings will give dyscalculia a voice and inform education, clinical practice and future research.

• Researchers: Prof. Dr Elise de Bree, Dr Marjolein Zee (EUR), Dr Rianne Bosman, Dr Britt Hakvoort (Auris) and Charlotte Cohen (Auris)

Children with DLD may feel less connected to school, experience difficulties in social and language-based learning, and are more likely to become victims of bullying. A good relationship with the teacher or with peers can help prevent or reduce these problems. This project investigates the extent to which teacher–pupil relationships and peer relationships differ between children with and without language difficulties, and examines which classroom, teacher and child characteristics contribute to the quality of these relationships.

• Researchers: Dr Rianne Bosman and Prof. Dr Helma Koomen

This project examines the extent to which teachers and care professionals experience empathic stress in interactions with pupils or clients. Empathic stress refers to excessive emotional involvement with pupils or clients, to the point where it becomes difficult to maintain sufficient distance and motivation or energy to continue helping them. The study investigates whether and how empathic stress can be measured reliably, and whether this concept is related to the quality of the teacher–pupil relationship, emotional exhaustion and burnout among teachers and care professionals. The ultimate goal is to provide teachers and care professionals with practical tools to manage empathic stress effectively in interactions.

• Researchers: Dr Debora Roorda and Dr Rianne Bosman
• Partially funded by: AUF, Boer ’t Hooft Foundation

Previous research shows that positive relationships with teachers lead to greater engagement, better achievement and fewer behavioural problems among students in secondary education. However, we still know little about how to strengthen teacher–student relationships in this context. This project therefore investigates the effectiveness of two intervention programmes aimed at improving mentor–student relationships in secondary (special) education:

• Teacher–Student Interaction Coaching (LLInC): LLInC uses relationship-focused reflection by the mentor to improve relationships with students. It consists of four sessions focusing specifically on two students with whom the mentor experiences relational difficulties.
• ‘I know you!’: Mentor and student engage in a conversation about shared interests (hobbies, interests, etc.). This fosters a sense of connection, thereby improving their relationship.

• Researchers: Dr Debora Roorda and Dr Rianne Bosman

Most research on student–teacher relationships in secondary education focuses on relationships with teachers in general or with one specific teacher (usually the mentor). However, secondary school students typically have 10–15 different teachers per week, and it is likely that they develop a unique relationship with each teacher. In various studies, Debora Roorda and colleagues have demonstrated that this is indeed the case. They have also examined how relationships with different teachers relate to students’ school functioning (school engagement, behavioural functioning). Several ongoing projects aim to identify factors that explain why students develop positive or negative relationships with specific teachers.

In addition to teachers, many children also interact with other professional caregivers, such as childcare workers in after-school care for primary school-aged children and foster carers in family homes for young people placed out of home. In several ongoing projects, Debora Roorda, Ruben Fukkink and Hanneke Creemers investigate whether children and young people develop qualitatively different relationships with professional caregivers across different contexts (school, after-school care, family homes).

Publications resulting from these projects include:

• Roorda, D. L., Jorgensen, T. D., & Koomen, H. M. Y. (2019). Different teachers, different relationships? Student-teacher relationships and engagement in secondary education. Learning and Individual Differences, 75. https://doi.org/10.1016/j.lindif.2019.101761
• Roorda, D. L., & Koomen, H. M. Y. (2021). Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education. Child Development, 92(1), 174–188. https://doi.org/10.1111/cdev.13394
• Roorda, D. L., & Bosman, R. J. (2022). What if I don’t like all of them? A person-centered approach to examine student–teacher relationships in the first year of secondary school. Journal of Early Adolescence, 42(8), 1026-1051. https://doi.org/10.1177/02724316221088755
• Roorda, D. L., & Jak, S. (2024). Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships. Journal of School Psychology, 107, Article 101363. https://doi.org/10.1016/j.jsp.2024.101363

• Researchers: Dr Rianne Bosman and Prof. Dr Helma Koomen

Young people with autism spectrum disorder typically receive weekly support focused on a range of skills. This study examines the extent to which the quality of the support relationship between young people and their practitioners contributes to progress towards support goals and satisfaction with that progress.

• PhD candidate: Emiel Schoneveld

• Researchers: Dr Madelon van den Boer (UvA), Prof. Dr Peter F. de Jong (UvA), Prof. Dr Elise de Bree (UvA)
• Funding: NRO and Stichting Onderwijsleerproblemen

Reading instruction is a core component of the curriculum in Dutch primary schools. A substantial proportion of pupils learn to read adequately to well through regular instruction. However, approximately 25% of pupils benefit insufficiently from standard reading instruction and require additional support. The effectiveness of few interventions has been demonstrated in the Dutch context (Scheltinga & Elderenbosch, 2021). This study examines the effectiveness of the computer-based reading support programme Flits! Tutorlezen.

• PhD candidate: Wendy Bliekendaal, MA (Auris/UvA)
• Researchers: Dr Madelon van den Boer (UvA), Dr Britt Hakvoort (Auris), Prof. Dr Elise de Bree (UvA)
• Funding: Auris

Children with DLD often experience difficulties with written language in addition to oral language problems. Relatively little is known about the extent and nature of spelling difficulties. In this study, dictation tasks and a writing assignment were administered to pupils with DLD in Years 7 and 8 in special education and to pupils without DLD in Years 4 to 7 in mainstream education. This allows us to address the following questions:
• Are there differences between pupils with and without DLD in spelling word categories of varying complexity (phonically regular words, rule-based words and words with orthographic conventions)?
• Which word characteristics (word frequency, word familiarity and whether a word consists of one or multiple morphemes) influence the spelling of rule-based words in pupils with and without DLD?
• Which linguistic, cognitive and reading skills contribute to spelling and writing skills in children with DLD?

• PhD candidate: Sylvia Drijver (UvA/Kon-Tiki)
• Researchers: Dr Madelon van den Boer, Prof. Dr Peter F. de Jong (UvA) and Prof. Dr Elise de Bree (UvA)
• Funding: NWO, doctoral position for teachers

To gain greater insight into the acquisition of spelling rules, contributing factors are examined jointly. Findings on the influence of child, word and instructional characteristics are used to translate theoretical models into educational practice and to develop a classroom spelling guide aimed at reducing spelling difficulties.

• PhD candidate: Emma Meier (UvA/Auris)
• Researchers: Dr Britt Hakvoort (Auris), Dr Iris Duinmeijer (NSDSK), Dr Annette Scheper (Kentalis), Prof. Dr Elise de Bree (UvA)
• Funding: ZonMw Deelkracht Taal in Zicht

Educational outcomes and DLD are closely intertwined, as language skills are essential for academic success. Children who experience language development difficulties, such as those with DLD, often achieve lower outcomes than peers without language difficulties in basic skills such as literacy and numeracy (review: Ziegenfusz et al., 2022). These difficulties in turn affect perceived competence, educational trajectories and later employment opportunities. Using the longitudinal dataset from the Taal in Zicht project, we examine educational outcomes of children with DLD in relation to various child and contextual variables over time.

• PhD candidate: Marijke van der Liende
• Researchers: Prof. Dr Judith Rispens (UvA) and Prof. Dr Elise de Bree (UvA)
• Funding: NWA project Leesevolutie

This project is part of the large-scale NWA project Leesevolutie, which aims to reform reading education. This subproject (WP2a.2) focuses on the relationship between reading comprehension and other forms of language skills. Like reading comprehension, listening comprehension, narrative skills and writing skills require multiple underlying abilities to derive meaning. This work package investigates how these skills are interconnected and whether instruction targeting listening comprehension, narrative skills and/or writing skills can lead to improvements in reading comprehension.

• PhD candidate: Hiske Vaarwerk (UvA/ROC Midden Nederland)
• Researchers: Dr Eva van de Weijer-Bergsma (UU), Dr Sanne van der Ven (RUN), and Prof. Dr Elise de Bree (UvA)
• Funding: NWO, doctoral position for teachers

Medical numeracy among nurses is frequently criticised, both in the media and in scientific literature—and rightly so, as errors such as incorrect insulin dosages can have serious consequences. Nursing students feel this responsibility, but this does not always translate into strong performance. How can education be improved to prevent errors? This project investigates this question among vocational nursing students. First, the influence of language skills, working memory and emotional experience on medical numeracy skills is examined. Based on the findings, appropriate interventions are developed and implemented to improve medical numeracy skills.

• PhD candidate: Michiel Asselman (UvA/Orion)
• Researchers: Evelyn Offerman (UvA/Orion, PhD candidate), Dr Machteld Hoeve, Dr Rianne Bosman, Prof. Dr Ramon Lindauer (AMC) and Prof. Dr Helma Koomen, in collaboration with Onderzoekend Orion

Pupils in special education are more likely than other pupils to experience traumatic life events (e.g. parental separation, serious accidents, neglect, abuse). This doctoral project seeks to determine the role of these traumatic experiences in pupils’ current behavioural problems and teachers’ practices.

• PhD candidate: Manon Toonen (UvA/ROC Twente)
• Researchers: Dr Debora Roorda, Prof. Dr Helma Koomen and Dr Inge Zweers (ROC Twente)
• Funding: NWO, doctoral position for teachers

Research in primary and secondary education shows that affective, dyadic relationships with teachers are important for pupils’ academic functioning, including engagement, achievement, behaviour and wellbeing. Whether this also applies to students in vocational education (MBO) is not yet known. Greater insight into student–teacher relationships in MBO may help improve educational outcomes for vulnerable student groups and prevent dropout. This doctoral project first adapts questionnaires from primary education (LLRV and SPARTS) for use with teachers and students in MBO. It then investigates the extent to which student–teacher relationships are related to students’ academic functioning and teachers’ wellbeing, and how these relationships can be improved.

• PhD candidate: Koen Rosema (Kohnstamm)
• Researchers: Dr Merlijn Karssen (Kohnstamm), Dr Ton Klein (Oberon) and Prof. Dr Elise de Bree (UvA)
• Funding: NRO

In the Netherlands, 15,000 children and young people do not attend school. Non-attendance has a wide range of causes and circumstances, for which care has traditionally only been provided after dropout. However, these children and young people require care and education simultaneously. Education–care arrangements (OZA) provide cross-sectoral interventions and education, with opportunities to deviate from regulations that hinder pupils after dropout. This cross-sectoral context places different demands on teachers compared with mainstream education. By analysing pupil-related data, we gain detailed insights into the pupils participating in various experiments. In addition, we focus on teachers’ skills in educating OZA pupils. Observations of teacher–child relationships provide a broader picture of how relationships are formed with children or young people experiencing difficulties.
This research project forms part of a large-scale NRO study, Experiment Education–Care Arrangements, which investigates the active mechanisms of education–care arrangements and follows pupils and their OZA over time.

• PhD candidate: Lieselotte Oudega (Kohnstamm/UvA)
• Researchers: Dr Lianne Hoek (UvA), Dr Ineke van der Veen (UvA), Prof. Dr Anke de Boer (RUG/Renn4) and Prof. Dr Elise de Bree (UvA)
• Funding: NWO

This project is part of a large-scale consortium study on citizenship education. Despite its importance, little research has been conducted on citizenship education in specialised education (SBO and SO). It is known that developing a coherent citizenship curriculum for specialised education (GO) is challenging (Inspectorate of Education, 2025). This highlights a strong need within specialised education to promote a school-wide approach to citizenship provision and its monitoring, which is the focus of this project.